Belonging,Identity,and Institutional Inclusion Among African International Students in Higher Education
Evidence from a Cross-Sectional Study
DOI:
https://doi.org/10.64261/8121x103Keywords:
: African international students; belonging; identity negotiation; institutional inclusion; higher education; race; social justice; decolonisationAbstract
The internationalisation of higher education has transformed universities into culturally diverse learning environments, creating opportunities for intercultural engagement while highlighting challenges related to inclusion and equity. India has become an important destination for African international students because of its expanding higher education sector, affordable tuition, English-medium programmes, and educational partnerships with African countries. However, little empirical research has explored their experiences of belonging, identity, and institutional inclusion.
This quantitative cross-sectional study examined 100 African international students enrolled in undergraduate, postgraduate, and doctoral programmes across Indian higher education institutions. Data were collected through a structured online questionnaire and analysed using descriptive statistics, correlation, and regression analysis. The study was informed by Social Justice Theory and Decolonial Theory.
The findings indicate language barriers (65%), cultural adjustment difficulties (62%), differences in teaching methods (58%), complex administrative procedures (58%), inadequate orientation (55%), social isolation (55%), limited faculty interaction (52%), nationality-based stereotyping (52%), insufficient support services (52%), and racial discrimination (45%). Despite these challenges, 55% reported identity transformation, 52% developed hybrid cultural identities, and 72% relied on peer support networks. These challenges were significantly associated with lower academic performance, reduced sense of belonging, and poorer well-being.
The study provides empirical evidence from the Indian higher education context and demonstrates the relevance of Social Justice and Decolonial perspectives. The findings offer recommendations for strengthening institutional support, promoting intercultural engagement, and advancing equitable and inclusive internationalisation practices.
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